UNIVERSITY OF MAINE AT FARMINGTON COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name: Ms.Amy Lesson #: One Facet: Explain Grade Level: Numbers of Days: Topic:
PART I:
Objectives Student will understand that physical activity effects all aspects of health.
Student will know key factual Information about how physical activity effects the body.
Student will be able to do describe the effects that physical activity does the body
Product:
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment Maine Learning Results Content Area: Health Education and Physical Education Standard Label: H. Physical Fitness Activities and Knowledge Standard:H4 Physical Activity Benefits Grade Level Span: Grades 9 - Diploma
Students explain the interrelationship of physiological responses and physical, mental/intellectual, emotional, and social benefits related to regulate participation in physical activity.
Rationale:
Explaining the effects of the body regarding of good/poor physical activity.
Assessments
Pre-Assessment: (Lesson 1 only): Google survey: Teacher will provide questions for students to answer and have them show up on the overhead so we can discuss the ideas as a class to try and get them excited about the unit.
Formative (Assessment for Learning) Section I – checking for understanding during instruction Clickers will be used to check for understanding by the whole class. After students will also be filling out the Circle, Triangle, Circle sheet that the teacher will provide that will clarify any questions that the students might have.
Section II – timely feedback for products (self, peer, teacher)
Rubric: Teacher/Self/Peer
Summative (Assessment of Learning):
Integration Technology: Students will be making a cube through cube creator that will let them be able to be as creative as they want but also to be highlighting the importance of physical activity to your body mind and spirit,
Content Areas:
Groupings Section I - Graphic Organizer & Cooperative Learning used during instruction Students will use Cube creator to show what they have learned about the effects of what physical activity can do to ones body, they will be sharing their cube with their classmates and which will give the students the ability to highlight the things that stood out to them, and to see what other kids were interested in as well.
Section II – Groups and Roles for Product
Differentiated Instruction
MI Strategies
(Verbal )Students will be able to share their understandings when presenting thier cubes to one another (Logic) With the jigsaw puzzle activity these learners will be able to better understand the differences of facts and opionins by their peers with relation of the perception. (Visual) The hook will enage these learners because they will be able to see pictures of different people with differnt activity levels. (Kinesthetic) Teacher will bring in models of fat cells and muscle cells and have them get into groups and explore the difference between the two. (Musical) Differences over time in the perception of what is healthy/pretty. When showing the difference over time, bring in music from the genres to put them in that era. (Interpersonal) Studetns will be able to share with their peers the cube that they created to allow students to bounce ideas off of each other regarding and to work as a team (Intrapersonal) Students will be able to individualize their cubes and therefore be able to internalize their own thoughts. (Naturalist) With bringing in the different music from a certain era, I will also show on slides what the people in that era ate and how they had to access their food.
Modifications/Accommodations From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students:
Students will be able to access the information presented through the class wiki and be able to work on the work where ever they may be.
Extensions
Type II technology:
Cube creator
Gifted Students:
Students who are gifted in this area of the unit will be able to expand their learning by being a resource for their peers that may need help.
Materials, Resources and Technology Cube Organizer Circle Triangle Square Worksheet
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)
Classroom Arrangement: Tables of 4-5 students. Students will understand that physical activity affects all aspects of health. Students will be able to understand the reason why it is so important to be physically active. Students explain the interrelationship of physiological responses and physical, mental/intellectual, emotional, and social benefits related to regulate participation in physical activity. For a pre-assesment students will be asked to complete a Google survey. Teacher will provide questions for students to answer and have them show up on the overhead so we can discuss the ideas as a class to try and get them excited about the unit. For a hook the teacher will show a power point that highlights the effects of poor physical activity. Students will be asked to share their thoughts about what they see. Where, Why, What, Hook, Tailor: Visual, Interpersonal,
Students will know key factual Information about what physical activity is and the effects of the lack of physical activity to their bodies.(See Content Notes) I am using the fact and opinion graphic organizer so that students can see if they truly understand the effects that physical activity can have. I will used the Jigsaw cooperative learning strategy to have the kids find out if what they think is the same as their peers. Students will use circle triangle square to show understandings of the different effects of physical activity. Equip, Explore, Rethink, Tailors: Interpersonal, Verbal, Kinesthetic,
Students will be able to describe the effects that physical activity does the body. Students will be asked to
Students will know….. Physical activity is defined as Mind/Brain: Heart (Atrteries, veins,capularies) Lungs Fat/Muscle
Handouts Cube Planning Worksheet.
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard:
Microscope:
Puppy:
Beach Ball:
Rationale:
Standard 6 -Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative:
Summative:
Rationale:
Rationale: Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge:
MLR or CCSS:
Facet:
Standard 8 -Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies:
Type II Technology:
Rationale:
NETS STANDARDS FOR TEACHERS 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale:
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name: Ms.Amy Lesson #: One Facet: Explain
Grade Level: Numbers of Days:
Topic:
PART I:
Objectives
Student will understand that physical activity effects all aspects of health.
Student will know key factual Information about how physical activity effects the body.
Student will be able to do describe the effects that physical activity does the body
Product:
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment
Maine Learning Results
Content Area: Health Education and Physical Education
Standard Label: H. Physical Fitness Activities and Knowledge
Standard:H4 Physical Activity Benefits
Grade Level Span: Grades 9 - Diploma
Students explain the interrelationship of physiological responses and physical, mental/intellectual, emotional, and social benefits related to regulate participation in physical activity.
Rationale:
Explaining the effects of the body regarding of good/poor physical activity.
Assessments
Pre-Assessment: (Lesson 1 only): Google survey: Teacher will provide questions for students to answer and have them show up on the overhead so we can discuss the ideas as a class to try and get them excited about the unit.
Formative (Assessment for Learning)
Section I – checking for understanding during instruction
Clickers will be used to check for understanding by the whole class. After students will also be filling out the Circle, Triangle, Circle sheet that the teacher will provide that will clarify any questions that the students might have.
Section II – timely feedback for products (self, peer, teacher)
Rubric: Teacher/Self/Peer
Summative (Assessment of Learning):
Integration
Technology: Students will be making a cube through cube creator that will let them be able to be as creative as they want but also to be highlighting the importance of physical activity to your body mind and spirit,
Content Areas:
Groupings
Section I - Graphic Organizer & Cooperative Learning used during instruction
Students will use Cube creator to show what they have learned about the effects of what physical activity can do to ones body, they will be sharing their cube with their classmates and which will give the students the ability to highlight the things that stood out to them, and to see what other kids were interested in as well.
Section II – Groups and Roles for Product
Differentiated Instruction
MI Strategies
(Verbal )Students will be able to share their understandings when presenting thier cubes to one another
(Logic) With the jigsaw puzzle activity these learners will be able to better understand the differences of facts and opionins by their peers with relation of the perception.
(Visual) The hook will enage these learners because they will be able to see pictures of different people with differnt activity levels.
(Kinesthetic) Teacher will bring in models of fat cells and muscle cells and have them get into groups and explore the difference between the two.
(Musical) Differences over time in the perception of what is healthy/pretty. When showing the difference over time, bring in music from the genres to put them in that era.
(Interpersonal) Studetns will be able to share with their peers the cube that they created to allow students to bounce ideas off of each other regarding and to work as a team
(Intrapersonal) Students will be able to individualize their cubes and therefore be able to internalize their own thoughts.
(Naturalist) With bringing in the different music from a certain era, I will also show on slides what the people in that era ate and how they had to access their food.
Modifications/Accommodations
From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students:
Students will be able to access the information presented through the class wiki and be able to work on the work where ever they may be.
Extensions
Type II technology:
Cube creator
Gifted Students:
Students who are gifted in this area of the unit will be able to expand their learning by being a resource for their peers that may need help.
Materials, Resources and Technology
Cube Organizer
Circle Triangle Square Worksheet
Source for Lesson Plan and Research
http://www.fi.edu/learn/brain/exercise.html This is an informational cite about how physical activity effects the brain.
http://fitness.gov/ This cite offers a broad range of information and activities related to physical activity and the ways to be a active and healthy individual.
HeartThis is all about the heart and the effects of physical activity.
Muscle and Bones This is all of the bones/muscles and the effects o f physical activity.
Other conditions that physical activity can improve This page is about how being physical activity can help a number of different sypmtoms including: emotional disorders, pregnancy and many more .
http://www.readwritethink.org/classroom-resources/student-interactives/cube-creator-30850.html Cube Creator
PART II:
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)
Classroom Arrangement: Tables of 4-5 students.
Students will understand that physical activity affects all aspects of health. Students will be able to understand the reason why it is so important to be physically active. Students explain the interrelationship of physiological responses and physical, mental/intellectual, emotional, and social benefits related to regulate participation in physical activity. For a pre-assesment students will be asked to complete a Google survey. Teacher will provide questions for students to answer and have them show up on the overhead so we can discuss the ideas as a class to try and get them excited about the unit. For a hook the teacher will show a power point that highlights the effects of poor physical activity. Students will be asked to share their thoughts about what they see.
Where, Why, What, Hook, Tailor: Visual, Interpersonal,
Students will know key factual Information about what physical activity is and the effects of the lack of physical activity to their bodies.(See Content Notes) I am using the fact and opinion graphic organizer so that students can see if they truly understand the effects that physical activity can have. I will used the Jigsaw cooperative learning strategy to have the kids find out if what they think is the same as their peers. Students will use circle triangle square to show understandings of the different effects of physical activity.
Equip, Explore, Rethink, Tailors: Interpersonal, Verbal, Kinesthetic,
Students will be able to describe the effects that physical activity does the body. Students will be asked to
Explore, Experience, Rethink,Revise, Refine, Tailors:
Content Notes
Students will know…..
Physical activity is defined as
Mind/Brain:
Heart (Atrteries, veins,capularies)
Lungs
Fat/Muscle
Handouts
Cube Planning Worksheet.
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard:
Microscope:
Puppy:
Beach Ball:
Rationale:
Standard 6 - Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative:
Summative:
Rationale:
Rationale:
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge:
MLR or CCSS:
Facet:
Standard 8 - Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies:
Type II Technology:
Rationale:
NETS STANDARDS FOR TEACHERS
1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale:
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
http://www.umm.edu/patiented/articles/what_effects_on_muscles_bones_joints_000029_5.htm
Rationale: